Original article | International Journal of Research in Teacher Education 2022, Vol. 13(2) 1-14
The Itinerant Teacher in Macau: Cultural Issues, Challenges, & Conflicts
Chris Forlin & Monie Mei Chan Cheang
pp. 1 - 14 | Manu. Number: MANU-2112-04-0001
Published online: June 30, 2022 | Number of Views: 69 | Number of Download: 377
Abstract
Macau SAR is adopting an inclusive approach to education for learners with special needs. To support this approach, itinerant support services were first introduced by the Macau Government in the 2010/2011 academic year through the provision of itinerant teachers. From a small number of three teachers initially, the service now involves 30 teachers. Their expected role is to support inclusive education by assisting regular schoolteachers in adjusting their teaching for students with special needs. A hermeneutic phenomenological approach was employed to examine the IT program in supporting the implementation of inclusive education in Macau. The findings present a comprehensive review of the service from the perspective of 93% of the itinerant teachers. Focus group interviews identified challenges, conflicts, and cultural issues they reportedly encounter in undertaking their role which need addressing if the service is to be sustainable and effective. These include school expectations, minimal understanding of and commitment to inclusive education, policy, and the need for greater flexibility, together with role conflict and adaptation to the diverse cultural situation. Discussion focuses on a range of recommendations and potential future directions for enhancing the itinerant teacher model in Macau.
Keywords: Macau SAR, education, inclusion, itinerant support teacher, special education needs, collaboration
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